Larry Ferlazzo's bloghttp://www.teachingenglish.org.uk/blogs/larry-ferlazzo
en-UKThe Top Blogs and Resource Sites For Teachers Of English Language Learnershttp://www.teachingenglish.org.uk/blogs/larry-ferlazzo/top-blogs-resource-sites-teachers-english-language-learners
<div class="field field-name-submitted-by field-type-ds field-label-hidden"><div class="field-items"><div class="field-item even">Submitted 5 months 3 weeks ago by <span class="username">Larry Ferlazzo</span>.</div></div></div><div class="field field-name-field-text-teaser field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p>I’ve previously shared a list of <a href="https://www.teachingenglish.org.uk/blogs/larry-ferlazzo/larry-ferlazzo-online-tools">my choices for the best free online sites for students</a> who want to learn English and, even though it’s two years old, I still wouldn’t make any changes in it.</p></div></div></div><div class="field field-name-field-image field-type-image field-label-hidden"><div class="field-items"><div class="field-item even"><img src="http://www.teachingenglish.org.uk/sites/teacheng/files/images/iStock_000004941834Small_11.jpg" width="425" height="319" alt="" /></div></div></div><div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p>This “companion” post will share a list of my favorite free resource sites for teachers of English Language Learners, including – but not limited to – bloggers. They aren’t listed in any particular order, though – I’ve found, and continue to find, all of them very useful!</p><p>The Internet is awash in these kinds of sites. The question is, as the saying goes, how do you distinguish between the “<a href="https://www.urbandictionary.com/define.php?term=signal%20to%20noise%20ratio">signal and the noise</a>”?</p><p>For me, the criteria includes:</p><ul><li>Are most, if not all, of the offered resources/materials/advice free?</li><li>Have they clearly been “teacher-and-student-tested” in the classroom?</li><li>Do the resources/materials/advice require minimal “teacher prep time”?</li></ul><p>If the answer is “yes” to all three of those questions, then the blog or resource site has a chance to be on this list…</p><p>Here are my choices:</p><p>Of course, the <a href="https://www.facebook.com/TeachingEnglish.BritishCouncil?ref=br_tf">Teaching English – British Council Facebook page</a> and the <a href="https://www.teachingenglish.org.uk/">Teaching English British Council website</a> have to be on this list, and not just because they are publishing this post! Most teachers of English throughout the world are familiar with the incredible amount of teacher tips and resources they offer, plus they do a great job of “networking” by connecting teachers to each other and sharing their work.</p><ul><li><strong><a href="https://community.eflclassroom.com/">EFL Classroom 2.0</a></strong>, created and organized by David Deubelbeiss, offers a massive amount of resources and advice.</li><li><strong><a href="http://www.michellehenry.fr/">Resources Pour Le College En Anglais</a></strong> is another site I go to often. Michelle Henry does an incredible job of curating resources for students and teachers.</li><li>The <strong><a href="https://en.islcollective.com/">iSLCollective</a></strong> not only has what seems to me to be an unlimited (okay, that might be a bit of an exaggeration) number of useful worksheets for any English topic, but also an enormous number of interactive videos teachers can play in the classroom or assign as homework (teachers can create “virtual classroom” to keep track of student progress).</li><li><strong><a href="http://www.eltpics.com/">ELTpics</a></strong> is an exceptional site where teachers share images for use in the classroom and how to use them.</li><li>There are two excellent ongoing “chats” for English teachers that take place on Twitter - <strong><a href="https://www.facebook.com/ELLCHAT-105656129477631/">#ELLChat</a></strong> and <strong><a href="https://twitter.com/eltchat?lang=en">#ELTChat</a></strong>. Not only are they great places to connect with colleagues around the world, their archives offer a wealth of resources.</li><li><strong><a href="https://www.hltmag.co.uk/">Humanising Language Teaching</a></strong> is my favorite journal for teaching English. Each issue – free and online – provides a cornucopia of useful ideas and concepts.</li><li>The <strong><a href="http://ellchatbkclub.blogspot.com/">#EllChat_BkClub</a></strong> is a “slow book chat” on Twitter led by Katie Toppel and Tan Huynh. Teachers of ELLs choose a book and then, over a period of weeks, respond when they can to various discussion questions. It’s a wonderful professional development opportunity.</li></ul><p>It’s always a bit tricky when it comes to sharing my favorite teacher blogs. So many great teachers post infrequently, and those lack of posts give me pause in my recommendations. So here is an incomplete list of English educators who blog regularly (and who have done so for a lengthy period of time) and who I highly recommend:</p><ul><li class="MsoNormal"><span class="MsoHyperlink"><span lang="ES" lang="ES"><a href="http://www.cristinacabal.com/">Christina Cabal</a></span></span><span lang="ES" lang="ES"><p></p></span></li><li class="MsoNormal"><span class="MsoHyperlink"><span lang="ES" lang="ES"><a href="https://elementaryenglishlanguagelearners.weebly.com/">Valentina Gonzalez</a></span></span><span lang="ES" lang="ES"><p></p></span></li><li class="MsoNormal"><span class="MsoHyperlink"><span lang="ES" lang="ES"><a href="http://salvac.edublogs.org/">Carol Salva</a></span></span><span lang="ES" lang="ES"><p></p></span></li><li class="MsoNormal"><span class="MsoHyperlink"><span lang="EN-US" lang="EN-US"><a href="https://www.empoweringells.com/">Tan Huynh</a></span></span><span lang="EN-US" lang="EN-US"><p></p></span></li><li class="MsoNormal"><span class="MsoHyperlink"><span lang="EN-US" lang="EN-US"><a href="https://sandymillin.wordpress.com/">Sandy Millin</a></span></span><span lang="EN-US" lang="EN-US"><p></p></span></li><li class="MsoNormal"><span class="MsoHyperlink"><span lang="EN-US" lang="EN-US"><a href="https://eltcation.wordpress.com/">Svetlana Kandybovich</a></span></span><span lang="EN-US" lang="EN-US"><p></p></span></li><li>Nik Peachey has several sites and I particularly like his <a href="https://www.scoop.it/t/tools-for-learners?nosug=1">Scoop.It! </a>page</li><li>Kieran Donaghy's <a href="http://film-english.com/tag/esl-lesson/">FilmEnglish</a></li></ul><p>This is an admittedly incomplete list, and I hope you view it as a starting – and not as an end – point. Let me know what you think should be added!</p><p><strong><span lang="EN-US" lang="EN-US"><span><span><span>Larry Ferlazzo</span></span></span></span></strong><em><span lang="EN-US" lang="EN-US"><span><span><span> teaches English and Social Studies at Luther Burbank High School in Sacramento, California. He has written </span></span></span></span></em><em><span lang="EN-US" lang="EN-US"><span><span><span><a href="http://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Daps&amp;field-keywords=larry+ferlazzo&amp;x=0&amp;y=0"><span><span><span>nine books</span></span></span></a></span></span></span></span></em><em><span lang="EN-US" lang="EN-US"><span><span><span> on education, include four on teaching English Language Learners, writes a </span></span></span></span></em><em><span lang="EN-US" lang="EN-US"><span><span><span><a href="http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2011/09/response_several_ways_to_help_students_develop_self-control.html"><span><span><span>teacher advice blog</span></span></span></a></span></span></span></span></em><em><span lang="EN-US" lang="EN-US"><span><span><span> for Education Week Teacher, and has his own popular resource-sharing </span></span></span></span></em><span lang="EN-US" lang="EN-US"><span><span><span><a href="http://larryferlazzo.edublogs.org/"><span>blog</span></a></span></span></span></span><em><span lang="EN-US" lang="EN-US"><span><span><span>. </span></span></span></span></em></p><p><span lang="EN-US" lang="EN-US"><p></p></span></p></div></div></div><div class="field field-name-field-vote field-type-fivestar field-label-hidden"><div class="field-items"><div class="field-item even"><div class="clearfix fivestar-average-stars fivestar-average-text"><div class="fivestar-static-item"><div class="form-item form-type-item">
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<span class="username">dmartinspain</span> replied on <time pubdate datetime="2018-09-26T19:50:50+01:00">26 September, 2018 - 19:50</time> <a href="/comment/206518#comment-206518" class="permalink" rel="bookmark">Permalink</a> </p>
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<a href="/comment/206518#comment-206518" class="permalink" rel="bookmark">Site recommendation</a> </h3>
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<div class="field field-name-comment-body field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p>Hi Larry. Here is a recommendation: free, well tested site for English teachers with zero or minimal preparation: &gt;Keep It Simple Activities. Www.kisactivities.com</p>
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</div></div></div>Fri, 21 Sep 2018 08:14:19 +0000Larry Ferlazzo36670 at http://www.teachingenglish.org.ukhttp://www.teachingenglish.org.uk/blogs/larry-ferlazzo/top-blogs-resource-sites-teachers-english-language-learners#commentsFour games for vocabulary developmenthttp://www.teachingenglish.org.uk/blogs/larry-ferlazzo/four-games-vocabulary-development
<div class="field field-name-submitted-by field-type-ds field-label-hidden"><div class="field-items"><div class="field-item even">Submitted 9 months 4 weeks ago by <span class="username">Larry Ferlazzo</span>.</div></div></div><div class="field field-name-field-text-teaser field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p>Games are engaging ways to students to learn and review vocabulary.</p></div></div></div><div class="field field-name-field-image field-type-image field-label-hidden"><div class="field-items"><div class="field-item even"><img src="http://www.teachingenglish.org.uk/sites/teacheng/files/images/iStock_000004628449Small_21.jpg" width="425" height="283" alt="" /></div></div></div><div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p>In this post, we’ll share four classroom games that we also find effective in teaching vocabulary to English Language Learners.</p><p><strong>Nine Box Grid</strong></p><p>We use this simple game, which we learned and modified from English teacher Katie Toppel, a lot. <a href="https://www.teachingenglish.org.uk/sites/teacheng/files/toppel_0.pdf">As you can see from the image</a>, it’s just a matter of putting nine words (or, when we teach phonics, letters) on a numbered three-by-three grid (for a total of nine boxes/spaces) on the class whiteboard.</p><p>Then, we give students mini-whiteboards (sometimes they play with a partner and sometimes individually), markers, and erasers/cloths (if you haven’t invested in a class set of mini-whiteboards, we’d strongly advise you do so - either buying them from a store or making your own – search “make mini-whiteboards” online for instructions).</p><p>Next, we take out two huge foam dice we bought online for a few dollars. One student rolls the dice and then everyone gets one minute to write a sentence on their board using the chosen word or writing a word using the letter. If they roll an eleven or twelve, they must use their choice of two words or letters on the grid. Students are told to hold up their boards at the end of a minute and the teacher gives some quick feedback.</p><p>Then, another student rolls the dice and the game continues. Unlike some of our other games, we don’t keep score in this one and students enjoy it just the same.</p><p>After a few turns, we’ll ask the rollers of the dice to change a word or letter on the grid. This move promotes more student engagement and ownership (though it can get a bit loud each time the dice roller is lobbied by the rest of the class when they are at the board!).</p><p><strong>Fill-In-The-Blank</strong></p><p>This simple game also requires mini-whiteboards - one per group. We usually have students divide into pairs and give each “partner group” a number. We then put the number on the board and give them points when they make a correct answer.</p><p>In this game, the teacher writes and reads or just says a cloze/gap-fill sentence (“Mr. Ferlazzo is a ”; “I am going to over the weekend”).</p><p>Students must fill in the blank and write a complete sentence on their board. They will get one point for every word they add if the sentence is correct - this feature encourages students to avoid the easiest answers. However, if there is an error in their more complex sentence, they do not get any points - no matter how many other words they use. In this game, as in all of the games, the teacher is the ultimate Decider!</p><p>However, even though the teacher is the final judge, students can also take turns being the leader and giving the class their own clozes.</p><p><strong>Pictionary</strong></p><p>Everybody reading this book probably is already familiar with Pictionary. The teacher or a student draws an object, living being, or action on the front board or document camera, and then students (again with whiteboards) are given a minute to write down what they think is being drawn. We want to encourage full-class participation, so in our version people don’t shout out their answer and students don’t get points for being “first.” Everyone who has the correct answer written down thirty seconds after the drawing is completed receives a point, and can “bet it all” prior to the last drawing.</p><p><strong>Categories</strong></p><p>We use this game primarily for vocabulary review. Students are divided into pairs and, as usual, each group is given one mini-whiteboard. The teacher calls out names of categories (home, animals, things that move, things made of metal, things that people do for fun, etc.). Students are given one-minute to write down as many (classroom appropriate) items as they can on their whiteboard. They get a point for each one that is correct. This game can also create opportunities for speaking practice when there is a dispute about an answer - students had to convince us once that “fighting” qualified under “things that people do for fun.”</p><p>The “category” could also be “words that start with the letter ‘b’”. And, if you are teaching a more advanced ELL class, you can even make it more challenging by combining two categories (e.g. “words that start with t and are in a home”).</p><p>You can do this occasionally in reverse and throw in a question where you give the words and they have to write the name of the category.</p><p>These four are just a small sampling of games that can be used in class for vocabulary instruction. <a href="http://larryferlazzo.edublogs.org/2009/07/15/the-best-sites-where-ells-can-learn-vocabulary/">You can find more here</a>, and we hope you’ll share your own in the comments.</p><p>Larry has written a previous British Council post sharing other vocabulary instructional strategies and links to online games (<a href="http://www.teachingenglish.org.uk/blogs/larry-ferlazzo/larry-ferlazzo-five-strategies-ell-vocabulary-instruction">see Five Strategies For ELL Vocabulary Instruction</a>)</p><p><em>(This is adapted from the new book, <a href="http://www.amazon.com/ELL-Teachers-Toolbox-Hundreds-Practical/dp/1119364965">The ELL Teacher’s Toolbox: Hundreds of Practical Ideas to Support Your Students</a>, by Larry Ferlazzo and Katie Hull Sypnieski )</em></p></div></div></div><div class="field field-name-field-vote field-type-fivestar field-label-hidden"><div class="field-items"><div class="field-item even"><div class="clearfix fivestar-average-stars fivestar-average-text"><div class="fivestar-static-item"><div class="form-item form-type-item">
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<span class="username">AnnD</span> replied on <time pubdate datetime="2018-10-06T02:32:56+01:00">6 October, 2018 - 02:32</time> <a href="/comment/206531#comment-206531" class="permalink" rel="bookmark">Permalink</a> </p>
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<div class="field field-name-comment-body field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p>These are great suggestions. Other ones we've used are Bingo (using words that we've been focussing on) and an Alphabet game where you put all the letters of the alphabet up on the board in a list and then the class has to think of a word starting with each letter. This could be done in teams too. First team to finish is the winner.</p>
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</div></div></div>Mon, 21 May 2018 07:59:25 +0000Larry Ferlazzo36267 at http://www.teachingenglish.org.ukhttp://www.teachingenglish.org.uk/blogs/larry-ferlazzo/four-games-vocabulary-development#commentsFifteen ways to adapt your textbook so your students aren't bored to deathhttp://www.teachingenglish.org.uk/blogs/larry-ferlazzo/fifteen-ways-adapt-your-textbook-so-your-students-arent-bored-death
<div class="field field-name-submitted-by field-type-ds field-label-hidden"><div class="field-items"><div class="field-item even">Submitted 1 year 3 months ago by <span class="username">Larry Ferlazzo</span>.</div></div></div><div class="field field-name-field-text-teaser field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p>Many school districts and/or schools have adopted textbooks of varying quality as part of the curriculum for ELLs.</p></div></div></div><div class="field field-name-field-image field-type-image field-label-hidden"><div class="field-items"><div class="field-item even"><img src="http://www.teachingenglish.org.uk/sites/teacheng/files/images/homework_iStock_000012078295Small_0.jpg" width="640" height="474" alt="" /></div></div></div><div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p>Unfortunately, teachers may only be given the textbook without any professional development or additional curriculum resources. It can be challenging, especially for newer teachers, to figure out how to use the textbook to meet the needs of culturally and linguistically diverse students who may be at different levels of English proficiency. It can also be difficult if the textbook is outdated or not well-designed in terms of instructional practice.</p><p>Textbooks do have some advantages. They can provide a guide for effective language teaching, contain helpful models, save teachers time, and are usually leveled and aligned to standards. However, they can also present a danger when they are viewed (by teachers, administrators, or districts) as the “only” curriculum or one that must be followed precisely. It is also highly problematic if they are used as a substitute for instruction.</p><p>In our experience, textbooks can be practical tools when used as a resource, not as a curriculum.<br /><br />The suggestions in this post can be used to make textbook activities more engaging and effective for students-- whether teachers are using textbooks occasionally or on a daily basis. For even more ideas, explore <a href="http://larryferlazzo.edublogs.org/2011/05/14/the-best-resources-for-adapting-your-textbook-so-it-doesnt-bore-students-to-death/">The Best Resources For Adapting Your Textbook So It Doesn’t Bore Students To Death.</a></p><p>Many textbooks for ELLs, especially for Beginners, are organized thematically. Teachers can build upon these themes and incorporate any of the following suggestions to increase student engagement, critical thinking skills, and language learning (most of these suggestions include links leading to more details about each suggested strategy):</p><p>1) Turn textbook passages into sequencing activities or clozes for students to complete or have students create them. Go to <a href="http://larryferlazzo.edublogs.org/2014/10/19/all-my-ny-times-posts-for-english-language-learners-linked-with-descriptions/">this list</a> of Larry's NY Times posts on ELLs to see many sequencing examples and <a href="http://larryferlazzo.edublogs.org/2012/04/30/the-best-tools-for-creating-clozes-gap-fills/">The Best Tools For Creating Clozes (Gap-Fills)</a> for information on that strategy.</p><p>2) Use information from the text to create an Inductive Data Set for students to read and categorize or have students create their own. Have students convert the information from the data set categories into sentences, paragraphs, or an essay. See this <a href="https://www.teachingenglish.org.uk/blogs/larry-ferlazzo/larry-ferlazzo-what-does-enhanced-discovery-learning-look-ell-classroom">British Council post on inductive learning</a> for details on data sets.</p><p>3) Supplement the activities in the text by adding engaging texts on the same theme. These could include written texts, photos, video clips, infographics, etc.</p><p>4) Turn a textbook chapter or a set of questions at the end of a chapter into <a href="http://larryferlazzo.edublogs.org/2017/06/15/this-is-interesting-hattie-says-jigsaw-strategy-hits-a-homerun/">a Jigsaw activity</a> where students work in small groups. Each jigsaw group could read one section of a chapter or answer a few of the questions and work to prepare a short presentation for the class on their assigned part.</p><p>5) Use <a href="http://larryferlazzo.edublogs.org/2009/02/09/not-the-best-but-a-list-of-mindmapping-flow-chart-tools-graphic-organizers/">graphic organizers</a> to assist students in comprehending the textbook and organizing new information (e.g. KWL Charts, Venn Diagrams, etc.).</p><p>6) Convert textbook passages into <a href="http://larryferlazzo.edublogs.org/2012/03/07/the-best-resources-for-world-read-aloud-day/">read alouds</a> or think alouds with follow-up speaking or writing prompts using <a href="http://larryferlazzo.edublogs.org/2015/03/19/the-best-posts-on-reading-strategies-comprehension-help-me-find-more/">reading comprehension strategies</a>.</p><p>7) Take dialogues contained in the textbook and personalize them based on student interests and experiences. Have students work in pairs to use a textbook dialogue as a model to write and perform their own dialogue.</p><p>8) Select pictures from the textbook to use for <a href="https://www.teachingenglish.org.uk/blogs/larry-ferlazzo/larry-ferlazzo-what-does-enhanced-discovery-learning-look-ell-classroom">Picture Word Inductive Model lessons</a>.</p><p>9) Choose a picture from the textbook for students to use with a partner for <a href="http://larryferlazzo.edublogs.org/2011/09/06/the-best-online-resources-for-information-gap-activities/">Picture Dictation</a>. One partner can describe the picture while the other partner draws on a piece of paper or mini-whiteboard. The roles can then be reversed using a different picture from the textbook.</p><p>10) Convert grammar or phonics lessons from the textbook into <a href="http://www.teachingenglish.org.uk/blogs/larry-ferlazzo/larry-ferlazzo-four-strategies-grammar-instruction">concept attainment</a> lessons.</p><p>12) Have students complete an activity, suggested by teacher <a href="http://www.classtools.net/blog/">Russel Tarr</a>, where they choose a topic that isn’t covered in-depth in the textbook or that they want to learn more about. Students can then research the topic and create a new page for the textbook containing this information along with any visuals (pictures, graphs, maps, etc).</p><p>Students can do a low-tech version on paper or can create one using technology.</p><p>13) Have students “review” the textbook by selecting what they think is the best page or chapter and the worst. Students can support their opinion with reasons and examples from the selected page or chapter.</p><p>14) Have higher English proficient students choose an activity from the textbook to teach to less proficient students.</p><p>15) Take advantage of the online learning resources that usually come with textbooks (like these) which are often more engaging and current than the print version.</p><p>As we stated earlier, a textbook cannot act as a substitute for good teaching. It can be a practical resource that provides a thematic framework, model texts, and a base of activities that teachers can modify to meet the needs and interests of their students.</p><p>(This post was co-authored by Katie Hull Sypnieski and is an excerpt from Larry and Katie's upcoming book, <a href="https://www.amazon.com/ELL-Teachers-Toolbox-Hundreds-Practical/dp/1119364965">The ELL Teacher’s Toolbox: Hundreds of Practical Ideas to Support Your Students</a>.)</p><p><em>Larry Ferlazzo and Katie Hull Sypnieski teach in Sacramento, California. They have co-authored three books, <a href="https://www.amazon.com/Teachers-Survival-Guide-Ready--Use/dp/1118095677/ref=asap_bc?ie=UTF8">The ESL/ELL Teacher's Survival Guide</a>, <a href="https://www.amazon.com/Navigating-Common-English-Language-Learners/dp/1119023009/ref=asap_bc?ie=UTF8">Navigating The Common Core With ELLs</a>, and <a href="https://www.amazon.com/ELL-Teachers-Toolbox-Hundreds-Practical/dp/1119364965/ref=asap_bc?ie=UTF8">The ELL Teacher's Toolbox</a>.</em></p></div></div></div><div class="field field-name-field-vote field-type-fivestar field-label-hidden"><div class="field-items"><div class="field-item even"><div class="clearfix fivestar-average-stars fivestar-average-text"><div class="fivestar-static-item"><div class="form-item form-type-item">
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</div></div></div>Thu, 23 Nov 2017 09:41:51 +0000Larry Ferlazzo36148 at http://www.teachingenglish.org.ukhttp://www.teachingenglish.org.uk/blogs/larry-ferlazzo/fifteen-ways-adapt-your-textbook-so-your-students-arent-bored-death#commentsLarry Ferlazzo - four ways to give ELL students feedback on their writinghttp://www.teachingenglish.org.uk/blogs/larry-ferlazzo/larry-ferlazzo-four-ways-give-ell-students-feedback-their-writing
<div class="field field-name-submitted-by field-type-ds field-label-hidden"><div class="field-items"><div class="field-item even">Submitted 1 year 4 months ago by <span class="username">Larry Ferlazzo</span>.</div></div></div><div class="field field-name-field-text-teaser field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p>So much student writing and so little time to read and provide feedback!</p></div></div></div><div class="field field-name-field-image field-type-image field-label-hidden"><div class="field-items"><div class="field-item even"><img src="http://www.teachingenglish.org.uk/sites/teacheng/files/images/%27_4.jpg" width="428" height="288" alt="" /></div></div></div><div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p>What is a teacher and, particularly a teacher of English Language Learner, supposed to do to be effective and maintain his/her sanity?</p><p>Here are four ways I try to do both:</p><p><strong>Peer Review</strong></p><p>There does not seem to be clarity among researchers about the best ways to assist ELLs in revising their writing, but <a href="https://wac.colostate.edu/books/horning_revision/chapter5.pdf">they all seem to agree</a> that one of the best things teachers can do is to give ELLs more time - more time to write, more time to think, more time to revise. This need is one of the major reasons why <a href="https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/wwc_secondary_writing_110116.">many researchers</a> recommend including an opportunity for peer review and feedback - this process provides more time, as well as providing social support.</p><p>Katie Hull and I have written extensively in our books about how we implement a peer review process in our classroom that actually works. Edutopia published an excerpt laying-out various strategies that includes many specific ideas, and you can read it at <a href="https://www.edutopia.org/blog/collaborative-peer-review-core-ells-larry-ferlazzo-katie-hull-sypnieski">Peer Review, Common Core and ELLs.</a></p><p>One element that article does not include is this <a href="https://larryferlazzo.edublogs.org/files/2017/10/Figure-NNN-PEER-REVIEW-SHEET-2hxqi2p-2flpw3o.docx">Downloadable Peer Review Sheet</a> that we have students use in this process:</p><p>1. After students have completed their draft on the computer using Microsoft Word or Google Docs (taking advantage of the spelling and grammar tools available on each), they print out two copies of their essay - one is for their peer reviewer. Each student also gets one copy of the peer review sheet.</p><p>The first student who is getting their essay reviewed reads the essay aloud and the reviewer follows along on his/her copy. During this time, both the writer and the reviewer make notes about mistakes and improvements, primarily targeting grammar and sentence construction issues. After the writer is done reading, both he/she and the reviewer discuss the points they both noted. Then, the reviewer goes through the Peer Review sheet one section at a time taking a minute or so to silently read that section of the essay and noting suggestions on the sheet. After he/she is done with each section, the reviewer shares comments with the writer, who makes notes on his/her copy of the essay. This process is repeated until the entire sheet is completed, and then the roles are reversed.</p><p>Note that teachers will probably want to modify the Peer Review Sheet to reflect the essay their students are writing.</p><p>2. I'll then quickly review this “marked-up” version of the essay with the student and, depending on their English proficiency and overall confidence level, may give specific feedback on one or two grammar issues by pointing at the mistake and having students identify the correction. More importantly, I’ll note to ourselves what specific skills we need to cover in future lessons.</p><p>3. Students will return to the electronic version of the essay they saved and make the revisions identified in the peer review process and in the follow-up conversation we had with them.</p><p><strong>Improvement Rubrics &amp; Self-Assessment</strong></p><p>Many rubrics use "deficit language" to describe what students have not accomplished. An Improvement Rubric, on the other hand, highlights what they have achieved. You can read more about how we use them at our school at <a href="http://larryferlazzo.edublogs.org/2012/10/31/instead-of-seeing-students-as-far-below-basic-or-advanced-we-see-them-as-learners/">“Instead of seeing students as Far Below Basic or Advanced, we see them as learners.”</a></p><p>At the end of each semester, I have students take-out (or I give them) all of the essays they have written in the previous months, along with an Improvement Rubric (You can <a href="https://larryferlazzo.edublogs.org/files/2017/05/Final-for-beginners-improvement-rubric-2e4415q.docx">download the rubric my students use here</a>).</p><p>They then choose two of them, preferably one that they wrote earlier in the term and one they wrote at a later time. They proceed to analyze each one using the Improvement Rubric.</p><p>Next, students will complete a short series of reflection questions:</p><p>The questions are:</p><ol><li><em>Look at the scores you gave yourself on both essays. Overall, which essay was your strongest? Why?</em></li><li><em>Look at the scores on your strongest essay. What did you do well?</em></li><li><em>Look at the scores on your strongest essay. What are 3 things you need to get better at in the future?</em></li><li><em>In what areas of your writing would you like your teacher to help you in the future?</em></li></ol><p>Lastly, students will then choose one of those two essays to revise and rewrite.</p><p><strong>Concept attainment</strong></p><p>I've written extensively in previous British Council posts about how I use concept attainment in my classroom. It's basically a process of identifying common student errors, highlighting a list of writing examples that show the concept being applied correctly and incorrectly, and then challenging students to identify why the correct ones are listed in the "Yes" column and the incorrect ones are in the "No" column.</p><p>Read more about it at <a href="https://www.teachingenglish.org.uk/blogs/larry-ferlazzo/larry-ferlazzo-four-strategies-grammar-instruction">Four Strategies For Grammar Instruction</a> and <a href="https://www.teachingenglish.org.uk/blogs/larry-ferlazzo/larry-ferlazzo-what-does-enhanced-discovery-learning-look-ell-classroom">What Does Enhanced Discovery Learning Look Like in the ELL Classroom?</a></p><p><strong>Pointing</strong></p><p>This is a simple way I provide feedback.</p><p>A number of <a href="https://www.aft.org/sites/default/files/periodicals/Goldenberg.pdf">studies</a> suggest that correction -- either through prompts that point out the error to a student and require an immediate attempt at a "repair" or through "recasts" when teachers rephrase correctly what the student said -- can be a useful tool to assist language acquisition. When I see a written mistake, I commonly point to it - whether it be a word or a punctuation issue. Students are typically then able to correct it then and there.</p><p>I'd love to hear how other teachers of English Language Learners provide useful feedback on student writing and still find time to have lives!</p><p><em>Larry Ferlazzo teaches English and Social Studies at Luther Burbank High School in Sacramento, California. He has written <a href="http://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Daps&amp;field-keywords=larry+ferlazzo&amp;x=0&amp;y=0">nine books</a> on education, writes a <a href="http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2011/09/response_several_ways_to_help_students_develop_self-control.html">teacher advice blog</a> for Education Week Teacher, and has his own popular resource-sharing blog. He writes a <a href="http://learning.blogs.nytimes.com/author/larry-ferlazzo/">regular posts for the New York Times</a> on teaching English Language Learners. Parts of this post originally appeared in his past books and will appear in his next book, co-authored by Katie Hull, which will be published in March, 2018.</em></p></div></div></div><div class="field field-name-field-vote field-type-fivestar field-label-hidden"><div class="field-items"><div class="field-item even"><div class="clearfix fivestar-average-stars fivestar-average-text"><div class="fivestar-static-item"><div class="form-item form-type-item">
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<span class="username">KesslerRCS</span> replied on <time pubdate datetime="2017-10-19T15:13:03+01:00">19 October, 2017 - 15:13</time> <a href="/comment/206084#comment-206084" class="permalink" rel="bookmark">Permalink</a> </p>
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<a href="/comment/206084#comment-206084" class="permalink" rel="bookmark">Awesome ideas</a> </h3>
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<div class="field field-name-comment-body field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p>I have quite a few teachers I have shared this with in the upper elementary grades and they are very interested in it. We were wondering if there was a narrative rubric and review sheet? We can definitely try to create one, but I thought I'd check with you first.<br />
Thanks!</p>
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</div></div></div>Wed, 18 Oct 2017 09:19:45 +0000Larry Ferlazzo36124 at http://www.teachingenglish.org.ukhttp://www.teachingenglish.org.uk/blogs/larry-ferlazzo/larry-ferlazzo-four-ways-give-ell-students-feedback-their-writing#commentsFour ways to encourage speaking in the ELL classroomhttp://www.teachingenglish.org.uk/blogs/larry-ferlazzo/four-ways-encourage-speaking-ell-classroom
<div class="field field-name-submitted-by field-type-ds field-label-hidden"><div class="field-items"><div class="field-item even">Submitted 1 year 9 months ago by <span class="username">Larry Ferlazzo</span>.</div></div></div><div class="field field-name-field-text-teaser field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p>As a language learner myself (Spanish), I am intimately aware of the challenges involved in speaking a new language.</p></div></div></div><div class="field field-name-field-image field-type-image field-label-hidden"><div class="field-items"><div class="field-item even"><img src="http://www.teachingenglish.org.uk/sites/teacheng/files/images/iStock_000020463545XSmall_rants_and_raves_23.jpg" width="425" height="282" alt="" /></div></div></div><div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p>When I was beginning to learn Spanish, there was nothing scarier than trying to communicate in that language to a proficient speaker, nothing more satisfying than when I felt understood, and nothing as deflating as being met with a blank stare.</p><p>Here are four ways I encourage my Beginning English Language Learner students to speak English:</p><p><strong>1. Use the <a href="https://www.englishcentral.com/videos">English Central website</a> </strong></p><p>English Central is well-known to teachers and students around the world. Partially funded by Google, students are able to view and hear videos with subtitles, repeat what is said, and the software then "grades" pronunciation accuracy. Though many activities require paid registration, many others are available for free. The videos are engaging, the immediate feedback is helpful and generally accurate, and the ability to make mistakes with nobody knowing other than the software makes it a safe way for ELLs to develop confidence.</p><p><strong>2. Practice engaging and fun dialogues</strong></p><p>Groups of two-or-three students practice and perform short dialogues in front of the class and I model it in the most exaggerated way possible! The key to make it humorous, as you can see in this one for Halloween:</p><p><strong>HALLOWEEN DIALOGUE</strong></p><p>KOU and KAO: Trick or Treat!</p><p>ADULT: You scared me! What do you want?</p><p>KOU: We want a treat!</p><p>ADULT: I only have one piece of candy left and there are two of you. Will you share?</p><p>KAO: No, I want it!</p><p>KOU: No, I want it!</p><p>KAO: I WANT IT!</p><p>KOU: I WANT IT!</p><p>ADULT: Since you can’t share, I’ll eat it.</p><p>KAO and KOU: We don’t like you!</p><p>After students become familiar with kinds of dialogues, I provide versions where they can add the words they want to use.</p><p><strong>FEELINGS DIALOGUE</strong></p><p>Teacher: How is everybody feeling today?</p><p>Juan: I'm so tired.</p><p>Bao: I'm so frustrated!</p><p>Keng: I'm so angry!</p><p>Teacher: Why are you feeling those ways?</p><p>Juan: I feel so tired because ______________________.</p><p>Bao: I feel so frustrated because __________________.</p><p>Keng: I feel so angry because _____________________.</p><p>Teacher: If I gave you all A's and lots of candy, how would you feel?</p><p>Juan: I would feel ___________________________.</p><p>Bao: I would feel ______________________________.</p><p>Keng: I would feel _______________________________.</p><p>Teacher: That's nice, but I'm not going to give you candy or A's because I'm a mean teacher!</p><p>(Students then playfully attack the teacher)</p><p>When students become even more advanced, I provide dialogues where they make choices and determine more of their own script.</p><p><strong>DIALOGUE – GOING ON A DATE</strong></p><p>(Student 1 has just driven to his date’s house to pick her up.)</p><p>(Honks on the horn) “Hurry up! We’re late!”</p><p>(Gets out of the car and walks to the door and knocks) “Hello. I’m _______. I’m here to pick-up ____________ and take her to ____________. Is she ready?”</p><p>(Gets out of the car and walks to the door and knocks) “Hello. I’m ________________. I’m here to take-out your daughter for the greatest night of her life!”</p><p>(Student 2 is the parent)</p><p>“Stop honking the horn! Get lost! You’re not taking my daughter anywhere. I’m calling the police if you’re not gone in ten seconds!"</p><p>“ Hi. I’m _______________ mother/father. She’s not ready yet. Let’s talk while we wait.”</p><p>“ Get out! The only thing you are going to take out of this house is my fist in your nose!”</p><p>(Student 1)</p><p>What do you do to get the parent to calm down?</p><p>What do you say to the parent?</p><p>What do you do to get the parent to calm down?</p><p>(Student 3 is the girl) What do you say?</p><p>(Student 1) What do you say?</p><p>(Student 2 – parent) What do you say?</p><p><strong>3. Encourage students to practice academic language </strong></p><p>It's one thing for students to develop confidence in conversational English, also known as Basic Interpersonal Communication Skills (BICS). It's another to feel comfortable in using Cognitive Academic Language Proficiency (CALP) - the ability to us academic English language (<strong><a href="http://www.everythingesl.net/inservices/bics_calp.php">learn more about the difference here</a></strong>). I use explicit instruction - in an engaging process - to introduce new academic words regularly and have students immediately apply them in writing, reading and speaking. You can read details about these speaking strategies on <strong><a href="https://www.edutopia.org/blog/english-language-learners-academic-language-larry-ferlazzo">my Edutopia post</a></strong>, English Language Learners and Academic Language.</p><p><strong>4. Use the Three-Two-One Speaking Activity</strong> </p><p>You can read more details about this at <strong><a href="http://www.teachingenglish.org.uk/blogs/larry-ferlazzo/larry-ferlazzo-using-a-three-two-one-speaking-activity">one of my previous British Council posts</a></strong></p><p>You can find even more tech tools and teaching strategies at <strong><a href="http://larryferlazzo.edublogs.org/2008/03/17/the-best-sites-to-practice-speaking-english/">The Best Sites To Practice Speaking English</a></strong>.</p><p>I'd love to hear your strategies to encourage English-speaking in the classroom!</p><p><strong><i>Larry Ferlazzo</i></strong><em> teaches English and Social Studies at Luther Burbank High School in Sacramento, California. He has written </em><a href="http://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Daps&amp;field-keywords=larry+ferlazzo&amp;x=0&amp;y=0"><em>eight books</em></a><em> on education, include three on teaching English Language Learners, writes a </em><a href="http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2011/09/response_several_ways_to_help_students_develop_self-control.html"><em>teacher advice blog</em></a><em> for Education Week Teacher, and has his own popular resource-sharing </em><a href="http://larryferlazzo.edublogs.org">blog</a><em>. He writes </em><a href="http://learning.blogs.nytimes.com/author/larry-ferlazzo/"><em>regular post</em></a>s<em> for the New York Times on teaching English Language Learners.</em></p></div></div></div><div class="field field-name-field-vote field-type-fivestar field-label-hidden"><div class="field-items"><div class="field-item even"><div class="clearfix fivestar-average-stars fivestar-average-text"><div class="fivestar-static-item"><div class="form-item form-type-item">
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</div></div></div>Tue, 23 May 2017 08:03:23 +0000Larry Ferlazzo36038 at http://www.teachingenglish.org.ukhttp://www.teachingenglish.org.uk/blogs/larry-ferlazzo/four-ways-encourage-speaking-ell-classroom#commentsPutting Teacher Action Research Into Actionhttp://www.teachingenglish.org.uk/blogs/larry-ferlazzo/putting-teacher-action-research-action
<div class="field field-name-submitted-by field-type-ds field-label-hidden"><div class="field-items"><div class="field-item even">Submitted 2 years 1 month ago by <span class="username">Larry Ferlazzo</span>.</div></div></div><div class="field field-name-field-text-teaser field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p><span><a href="http://www.ascd.org/publications/books/100047/chapters/What-Is-Action-Research%C2%A2.aspx"><span>Much</span></a></span><span> has been </span><span><a href="http://www.edweek.org/tm/articles/2012/09/05/tln_pillars_actionresearch.html"><span>written</span></a></span><span> about Teacher Action Research. </span></p></div></div></div><div class="field field-name-field-image field-type-image field-label-hidden"><div class="field-items"><div class="field-item even"><img src="http://www.teachingenglish.org.uk/sites/teacheng/files/images/iStock_000027529362Small_11.jpg" width="425" height="283" alt="" /></div></div></div><div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><div>Personally, I just view it as a teacher systematically putting a simplified version of the Scientific Method to use in his/her classroom:</div><ol><li>Formulate a hypothesis</li><li>Experiment</li><li>Analyze the data collected from the experiment.</li><li>Form a Conclusion</li></ol><p>Of course, teachers - and everybody else - apply this method constantly, ranging from how we shoot basketballs to how we bake a cake. Teacher Action Research, however, puts it into action in a little more formalized way.</p><p>Here are three times I've applied it with English Language Learners and how the results have informed my teaching practice today:</p><p><strong>Immigrant Family Literacy Project</strong></p><p>Several years ago, I made a home visit to the family of one of my Hmong refugee students. The father was very enthusiastic about how he had seen his son using a computer at school to learn English when he had visited during "Back-To-School" night. He went on to say that he wished he had a computer so he could learn English, too, because it was so difficult to regularly get to adult-school classes. I asked him if he knew other parents who felt the same and, if so, could he bring them together for a meeting? He enthusiastically agreed, and our school worked with parents to ultimately <a href="http://larryferlazzo.com/sacbee1.pdf">provide fifty families with free computers and home internet access</a>.</p><p>The project was given an award by the International Literacy Association as the best example of using technology to promote literacy in the world that year (see <a href="http://larryferlazzo.edublogs.org/2011/03/19/the-best-resources-for-learning-about-schools-providing-home-computers-internet-access-to-students/">The Best Resources For Learning About Schools Providing Home Computers &amp; Internet Access To Students for lots of details on the literacy project</a>).</p><p>Unfortunately, we did not have enough resources to be able to provide all our ELL families with this tech resource and provided them on a first-come, first-serve basis. At the end of the program's first year, students with home computers had an average of quadruple the gain in our English assessments than those not participating in the project.</p><p>Of course, since the project was first come, first serve, it's likely that part of that gain was due to participating families and students being more highly-motivated. However, that it unlikely to have been the cause of such a huge difference.</p><p>Though we had to end the program after two years because of funding constraints, its success has led me to continue encouraging students and their families to use web resources for English-instruction at home. The rapidly reducing costs of the Internet and smartphones has made it more realistic that families can study online at home - even without School District help - along with the availability of apps like <a href="https://www.duolingo.com/">Duolingo</a> and those from the <a href="http://learnenglish.britishcouncil.org/en/apps">British Council</a> (see <a href="http://larryferlazzo.edublogs.org/2014/01/31/the-best-mobile-apps-for-english-language-learners/">The Best Mobile Apps For English Language Learners</a>).</p><p><strong>ELLs Visualizing Success</strong></p><p>Much research has documented the success that athletes and others achieve by visualizing themselves succeeding in their chosen fields (see <a href="http://larryferlazzo.edublogs.org/2010/12/23/my-best-posts-on-helping-students-visualize-success/">My Best Posts On Helping Students “Visualize Success”</a>). Some <a href="http://www.zoltandornyei.co.uk/uploads/2008-dornyei-links.pdf">research</a> has shown how this practice can specifically benefit English Language Learners.</p><p>I've applied this strategy in both my English Language Learner and English-proficient classes. I've done short guided experiences where they regularly visualize being great readers, writers, and speakers (and imagine people praising them for it) twice-a-day for thirty or so seconds each. It’s voluntary, though everyone has to be silent and motionless during that time. Typically, about forty percent of the students in my "regular" ninth-grade class say they’re doing it, while seventy percent in my Intermediate English class say they are...</p><p>I had students complete, and carefully monitored, pre-and-post assessments the first year I had students try out this kind of practice. In that year, all the ELLs who said they participated in the visualizations registered similar gains in those assessments. However, everyone who did not participate <a href="http://larryferlazzo.edublogs.org/2010/01/27/results-from-having-ell-students-visualize-success/">actually had declines</a>. The English-proficient students all registered gains, though those who did not use visualization techniques <a href="http://larryferlazzo.edublogs.org/2010/02/28/more-results-from-students-visualizing-success/">improved less</a>.</p><p>Of course, these results might very well just be correlations, and not have anything to do with not doing visualization. The students doing the visualization might be harder workers in general than those who are not, or some of the students not doing visualization might have been feeling ill during the post-assessment— there could be many factors at play.</p><p>Since that first year, I have used visualization off-and-on. Though research results from the first year are not conclusive, one thing that is clear is that this practice can produce a calming effect on students. And, to tell you the truth, often that result is worth far more to me and the class than any explicit connection to direct language-learning.</p><p><strong>Using Technology To Teach Social Studies In School</strong></p><p>I'm a long-time advocate of using technology to assist language-development, and a fair amount of research supports its use with English Language Learners (see <a href="http://larryferlazzo.edublogs.org/2011/02/23/the-best-places-to-find-research-on-technology-language-teachinglearning/">The Best Places To Find Research On Technology &amp; Language Teaching/Learning</a>).</p><p>Several years ago I had the opportunity to personally test out the hypothesis that technology can benefit ELLs in school. I taught two United States History classes, comprised entirely of ELLs - one period took place entirely in our school's computer lab while the other class spent the entire year in our classroom with very minimal technology.</p><p>The results were surprising to me (you can read all the information and see copies of the assessment instruments at Results From <a href="http://larryferlazzo.edublogs.org/2009/07/03/results-from-my-year-long-us-history-tech-experiment/">My Year-Long U.S. History Tech Experiment</a>). Both classes registered similar gains in history content knowledge. However, though both groups liked their classes, the non-tech students gave their course much higher marks in what might be considered "engagement factors" like enjoying the class, saying they learned a lot about U.S. History and wanting to learn more about it in the future.</p><p>This experiment was done eight years ago, and I like to think that my skills as a classroom teacher and at using tech have improved considerably (not to mention advancement in the tech tools available). If and when I have a similar opportunity to try this experiment again, I would do also do two major things differently:</p><p>* I wish I had given a straight pre-and post-assessment on English comprehension. Based on the data from our family literacy home computer project (see the first example in this article), I would have expected that those in the computer lab would have had a greater increase in understanding English, though I might very well have been proven wrong.</p><p>* I would have put more time into figuring-out how the tech class could have connected more with our International Sister Classes. We started out strong in that regard — for example, students were corresponding with an EFL class in Spain to learn how the Spanish Conquest of the New World was taught in that country — but ended up succumbing to the impulse of having to “cover the curriculum” and those connections fell by the wayside.</p><p>I'm confident that those kinds of projects would have - at the very least - increased levels of student engagement. In fact, I can say that with certainty because I have carried this lesson into many of my future classes where we'd done countless projects with classes around the world (see <a href="http://larryferlazzo.edublogs.org/2015/08/01/links-to-the-joint-projects-my-ell-geography-class-did-with-classes-around-the-world-want-to-join-us-this-year/">Links To The Joint Projects My ELL Geography Class Did With Classes Around The World</a> ). The levels of student interest in these sister class relationships are through the roof!</p><p>How have you used teach action research to improve your teaching? And/Or how would you like apply it in the future?</p><p><strong><i>Larry Ferlazzo</i></strong><em> teaches English and Social Studies at Luther Burbank High School in Sacramento, California. He has written </em><a href="http://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Daps&amp;field-keywords=larry+ferlazzo&amp;x=0&amp;y=0"><em>eight books</em></a><em> on education, include three on teaching English Language Learners, writes a </em><a href="http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2011/09/response_several_ways_to_help_students_develop_self-control.html"><em>teacher advice blog</em></a><em> for Education Week Teacher, and has his own popular resource-sharing </em><a href="http://larryferlazzo.edublogs.org">blog</a><em>. He writes </em><a href="http://learning.blogs.nytimes.com/author/larry-ferlazzo/"><em>regular post</em></a>s<em> for the New York Times on teaching English Language Learners.</em></p><p> </p></div></div></div><div class="field field-name-field-vote field-type-fivestar field-label-hidden"><div class="field-items"><div class="field-item even"><div class="clearfix fivestar-average-stars fivestar-average-text"><div class="fivestar-static-item"><div class="form-item form-type-item">
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</div></div></div>Fri, 10 Feb 2017 12:24:06 +0000Larry Ferlazzo35976 at http://www.teachingenglish.org.ukhttp://www.teachingenglish.org.uk/blogs/larry-ferlazzo/putting-teacher-action-research-action#commentsLarry Ferlazzo - Five Guidelines For Effective Classroom Managementhttp://www.teachingenglish.org.uk/blogs/larry-ferlazzo/larry-ferlazzo-five-guidelines-effective-classroom-management
<div class="field field-name-submitted-by field-type-ds field-label-hidden"><div class="field-items"><div class="field-item even">Submitted 2 years 3 months ago by <span class="username">Larry Ferlazzo</span>.</div></div></div><div class="field field-name-field-text-teaser field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p>Some say that the most effective classroom management strategy is having engaging lessons.</p></div></div></div><div class="field field-name-field-image field-type-image field-label-hidden"><div class="field-items"><div class="field-item even"><img src="http://www.teachingenglish.org.uk/sites/teacheng/files/images/iStock_000001589846XSmall_3.jpg" width="425" height="282" alt="" /></div></div></div><div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><div><div>Yes, having engaging lessons is an important element of good overall classroom management, but it's not enough.</div><div> </div><div>We live in the world as it is, and not as we'd like it to be. No matter how good of a teacher you are, not every lesson is going to be engaging to every student. Not only might the content or the process not hit the mark, but our students experience stress both inside and outside of school that affects how they see and act in the world - just as we all do. If a student is having relationship troubles, or his parents had a big fight the night before, or she is having a toothache and is without dental insurance -- all these challenges can affect how a student will behave in the classroom.</div><div> </div><div>So, then, what might be some guidelines for a long-term and effective classroom management strategy?</div><div> </div><div>Here are my suggestions:</div><div> </div><div><b>1. Teach engaging lessons:</b> As I mentioned, it isn't all you need, but it is an important part of it. Happily, the publisher of one of my books, <i>Helping Students Motivate Themselves, </i>has made the chapter titled <a href="http://cw.routledge.com/textbooks/eresources/9781596672390/Chapter8_Ferlazzo_HelpingStudentsMotivateThemselves.pdf">"What Are The Best Things You Can Do To Maximize The Chances Of A Lesson Being Successful</a>?" freely available online. Though it's too complex for all but advanced English Language Learners, I also have my students who are English proficient read it when they prepare to teach lessons to their classmates.</div><div> </div><div><b>2. Build relationships with students: </b> Study after study has found that not only are good student relationships important for classroom management, they are also critical for student academic progress (see <a href="http://larryferlazzo.edublogs.org/2011/03/08/the-best-resources-on-the-importance-of-building-positive-relationships-with-students/">The Best Resources On The Importance Of Building Positive Relationships With Students</a>). Think about it - are you more likely to do what someone asks you to do if you trust and like that person, or if you have negative feelings about him/her? On top of that, knowing a students' interests, hopes and dreams makes it easier to help tailor lessons to engage them.</div><div> </div><div><b>3. Focus on intrinsic motivation: </b> Forget any kind of points system (for the vast majority of students). Few want to feel like rats in a maze. Plenty of research demonstrates that extrinsic motivation is effective in encouraging work that is mechanical, but has a negative impact on developing higher-order and creative thinking (see <a href="http://larryferlazzo.edublogs.org/2010/05/17/my-best-posts-on-motivating-students/">The Best Posts &amp; Articles On "Motivating" Students</a>). Emphasize the <a href="http://www.edutopia.org/blog/creating-conditions-for-student-motivation-larry-ferlazzo">four qualities that researchers have found</a> encourages intrinsic motivation:</div><div> </div><ul><li>Autonomy: having a degree of control over what needs to happen and how it can be done</li><li>Competence: feeling that one has the ability to be successful in doing it</li><li>Relatedness: doing the activity helps them feel more connected to others, and feel cared about by people whom they respect</li><li>Relevance: the work must be seen by students as interesting and valuable to them, and useful to their present lives and/or hopes and dreams for the future.</li></ul><p>You can read about practical actions teachers can take in the classroom to implement these characteristics at my Edutopia article, <a href="http://www.edutopia.org/blog/strategies-helping-students-motivate-themselves-larry-ferlazzo">Strategies For Helping Students Motivate Themselves</a>. </p><div><b>4. Apologize when you make a mistake: </b> I can't count the number of times students have told me that one of the ways I'm different from many other teachers is that I apologize when I screw-up, and it happens a lot. Teachers are human, and humans make a lot of mistakes. Not only can we diffuse a tense situation by apologizing for our role in the problem, but we can be great role models for our students for behavior in and out of school (see <a href="http://larryferlazzo.edublogs.org/2013/10/08/the-best-resources-on-the-importance-of-saying-im-sorry/">The Best Resources On The Importance Of Saying "I'm Sorry"</a>).</div><div> </div><div><strong>5. Punish only when absolutely necessary:</strong> There will be times when negative consequences are appropriate. However, there have also been many times when every fiber of my being has wanted to punish, but restraining myself and, instead, expressing how student actions have made me feel and discussing alternative ways to act in the future have often resulted in clearly better resolutions. When a consequence is required though, inviting students to share their ideas about appropriate ones can make a big difference in long-term lessons they carry with them (see <a href="http://larryferlazzo.edublogs.org/2014/12/08/the-best-posts-articles-videos-explaining-why-punishment-is-often-not-the-best-classroom-strategy/">The Best Posts, Articles &amp; Videos Explaining Why Punishment Is Often Not The Best Classroom Strategy</a>).</div><div> </div><h2>What guidelines would you add?</h2><div> </div><div><strong>Larry Ferlazzo</strong><em> teaches English and Social Studies at Luther Burbank High School in Sacramento, California. He has written </em><a href="http://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Daps&amp;field-keywords=larry+ferlazzo&amp;x=0&amp;y=0"><em>eight books</em></a><em> on education, include three on teaching English Language Learners, writes a </em><a href="http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2011/09/response_several_ways_to_help_students_develop_self-control.html"><em>teacher advice blog</em></a><em> for Education Week Teacher, and has his own popular resource-sharing </em><a href="http://larryferlazzo.edublogs.org">blog</a><em>. He writes a </em><a href="http://learning.blogs.nytimes.com/author/larry-ferlazzo/"><em>weekly post</em></a><em> for the New York Times on teaching English Language Learners.</em></div></div><div> </div><p> </p></div></div></div><div class="field field-name-field-vote field-type-fivestar field-label-hidden"><div class="field-items"><div class="field-item even"><div class="clearfix fivestar-average-stars fivestar-average-text"><div class="fivestar-static-item"><div class="form-item form-type-item">
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</div></div></div>Mon, 21 Nov 2016 08:47:44 +0000Larry Ferlazzo35911 at http://www.teachingenglish.org.ukhttp://www.teachingenglish.org.uk/blogs/larry-ferlazzo/larry-ferlazzo-five-guidelines-effective-classroom-management#commentsLarry Ferlazzo: Critical thinkinghttp://www.teachingenglish.org.uk/blogs/larry-ferlazzo/larry-ferlazzo-critical-thinking
<div class="field field-name-submitted-by field-type-ds field-label-hidden"><div class="field-items"><div class="field-item even">Submitted 2 years 4 months ago by <span class="username">Larry Ferlazzo</span>.</div></div></div><div class="field field-name-field-text-teaser field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p>Critical thinking, though universally hailed as an important skill for students to develop doesn't appear to have a "universal" definition.</p></div></div></div><div class="field field-name-field-image field-type-image field-label-hidden"><div class="field-items"><div class="field-item even"><img src="http://www.teachingenglish.org.uk/sites/teacheng/files/images/RS4448_LES_A0_img_0186_01-web_3.jpg" width="506" height="337" alt="" /></div></div></div><div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p class="paragraph"><span class="normaltextrun"><span lang="EN-US" lang="EN-US">I describe it as the ability to seek-out, elicit, and consider different information and various perspectives of situations, fairly weigh the evidence on all sides and how it all connects to existing background knowledge, and then use that process to come to an independent conclusion. </span></span><span class="eop"><span lang="EN-US" lang="EN-US"> <p></p></span></span></p> <p class="paragraph"><span lang="EN-US" lang="EN-US"><a href="https://www.researchgate.net/publication/229308664_Enhancing_Critical_Thinking_In_Foreign_Language_Learners">Critical thinking skills have been found</a><span class="normaltextrun"> to help English Language Learners in language acquisition, particularly through increasing problem-solving abilities, oral communication skills, writing competence, and student motivation. However, teaching critical thinking skills is considered to be a major challenge by many ELL teachers because of a number of issues, including students' lack of vocabulary and, in some cases, students coming from prior school environments where that skill was not promoted.</span><span class="eop"> <p></p></span></span></p><p class="paragraph"><span class="normaltextrun"><span lang="EN-US" lang="EN-US">There are ways to help ELLs, even at the Beginning Level, to begin developing critical thinking skills. Here are some ideas:</span></span><span class="eop"><span lang="EN-US" lang="EN-US"> <p></p></span></span></p> <p class="paragraph"><span class="eop"><b><u><span lang="EN-US" lang="EN-US">INDUCTIVE LEARNING<p></p></span></u></b></span></p> <p class="paragraph"><span class="normaltextrun"><span lang="EN-US" lang="EN-US">Inductive Learning</span></span><span class="apple-converted-space"><span lang="EN-US" lang="EN-US"> </span></span><span class="normaltextrun"><span lang="EN-US" lang="EN-US">is the process of providing examples to students and having them categorize them to identify patterns and concepts, and can be an exceptional instructional strategy for developing critical thinking skills. It contrasts with "deductive" learning, which is when the teacher starts with the concept, and then students are given examples to reinforce it. </span></span><span class="eop"><span lang="EN-US" lang="EN-US"> </span></span><span lang="EN-US" lang="EN-US"><p></p></span></p> <p class="paragraph"><span class="normaltextrun"><span lang="EN-US" lang="EN-US">In these types of inductive lessons, students can categorize words, text passages, images, etc., provide evidence to support their conclusions, and find additional examples to expand the content in their categories. This method can be used to teach grammar, text structures, phonics, etc., as well as knowledge needed in content classes.</span></span><span class="eop"><span lang="EN-US" lang="EN-US"> </span></span><span lang="EN-US" lang="EN-US"><a href="https://www.teachingenglish.org.uk/blogs/larry-ferlazzo/larry-ferlazzo-what-does-enhanced-discovery-learning-look-ell-classroom">I've written a previous British Council post</a><span class="eop"> where I describe examples of inductive learning in detail.</span><p></p></span></p> <p class="paragraph"><span lang="EN-US" lang="EN-US"><a href="http://www.psychologicalscience.org/index.php/news/releases/picking-up-a-second-language-is-predicted-by-the-ability-to-learn-statistical-patterns.html">Researchers suggest</a><span class="normaltextrun"> that learning a second-language is directly linked to a person's ability to discern patterns . Concepts learned through pattern identification </span><a href="http://blogs.edweek.org/edweek/inside-school-research/2015/06/sorting_improves_science_transfer.html">are more easily transferable</a><span class="normaltextrun"> to new situations by students than knowledge learned in other ways, so inductive learning helps develop a critical thinking skill that is especially beneficial to English Language Learners.</span><span class="eop"> <p></p></span></span></p> <p class="paragraph"><span class="eop"><b><u><span lang="EN-US" lang="EN-US">FREIRE'S LEARNING SEQUENCE<p></p></span></u></b></span></p> <p class="paragraph"><span class="eop"><span lang="EN-US" lang="EN-US">A lesson based on the critical pedagogy of Paulo Freire includes several steps, which you can read about more in-depth </span></span><span lang="EN-US" lang="EN-US"><a href="http://linworth.com/pdf/lmc/hot_stuff/LMC_JanFeb11_MediaMaven.pdf">here</a><span class="eop"> and in one of my </span><a href="http://learning.blogs.nytimes.com/2013/04/04/ideas-for-english-language-learners-earth-day-and-the-environment/">New York Times posts.</a><span class="eop"> A quick summary is that the lesson begins with a visual illustrating a problem (for example, a child being bullied on a playground); students are then asked to describe the problem, explain if they have experienced it or know others who have, and then identify solutions to the problem.<p></p></span></span></p> <p class="paragraph"><span class="eop"><span lang="EN-US" lang="EN-US">This lesson can easily be adapted to any English Language Learner level.<p></p></span></span></p> <p class="paragraph"><span class="eop"><b><u><span lang="EN-US" lang="EN-US">ASKING QUESTIONS<p></p></span></u></b></span></p> <p class="paragraph"><span class="normaltextrun"><span lang="EN-US" lang="EN-US">Learning to ask questions is an essential element of developing any kind of critical thinking ability.<p></p></span></span></p> <p class="paragraph"><span class="normaltextrun"><span lang="EN-US" lang="EN-US">One way to</span></span><span class="apple-converted-space"><span lang="EN-US" lang="EN-US"> </span></span><span class="normaltextrun"><span lang="EN-US" lang="EN-US">emphasize the importance of asking</span></span><span class="apple-converted-space"><span lang="EN-US" lang="EN-US"> </span></span><span class="normaltextrun"><span lang="EN-US" lang="EN-US">good questions</span></span><span class="apple-converted-space"><span lang="EN-US" lang="EN-US"> </span></span><span class="normaltextrun"><span lang="EN-US" lang="EN-US">is to teach students the difference between "literal" (also called "Right There") questions and "interpretative" (also called "Think About") questions. The teacher could model these two types of questions by first asking "What color is my hair?" and then "How do you think I'm feeling today?" Then, provide students with this list:</span></span><span class="eop"><span lang="EN-US" lang="EN-US"> <p></p></span></span></p> <p class="paragraph"><span class="normaltextrun"><span lang="EN-US" lang="EN-US">Literal Question-Starters: Where..., When..., What is..., What happened, Who..., How many..., Which...</span></span><span class="eop"><span lang="EN-US" lang="EN-US"> <p></p></span></span></p> <p class="paragraph"><span class="normaltextrun"><span lang="EN-US" lang="EN-US">Interpretive Question-Starters: Why..., How..., What if..., How would you compare..., What would you predict..., </span></span><span class="eop"><span lang="EN-US" lang="EN-US"> </span></span><span lang="EN-US" lang="EN-US"><p></p></span></p> <p class="paragraph"><span class="normaltextrun"><span lang="EN-US" lang="EN-US">A teacher could have students practice writing different literal and interpretive</span></span><span class="apple-converted-space"><span lang="EN-US" lang="EN-US"> </span></span><span class="normaltextrun"><span lang="EN-US" lang="EN-US">questions about simple texts and emphasize the fact that interpretive</span></span><span class="apple-converted-space"><span lang="EN-US" lang="EN-US"> </span></span><span class="normaltextrun"><span lang="EN-US" lang="EN-US">questions</span></span><span class="apple-converted-space"><span lang="EN-US" lang="EN-US"> </span></span><span class="normaltextrun"><span lang="EN-US" lang="EN-US">will challenge you to think and learn more. <p></p></span></span></p> <p class="paragraph"><span class="normaltextrun"><span lang="EN-US" lang="EN-US">"<b><u>WHAT IF?" HISTORY PROJECTS</u></b></span></span><span class="eop"><b><u><span lang="EN-US" lang="EN-US"><p></p></span></u></b></span></p> <p class="MsoNormal"><span class="normaltextrun"><span lang="EN-US" lang="EN-US">"What if?" history projects and alternative endings to stories</span></span><span class="apple-converted-space"><b><span lang="EN-US" lang="EN-US"> </span></b></span><span lang="EN-US" lang="EN-US"><a href="http://www.bbc.com/future/story/20150422-how-not-to-be-stupid?ocid=global_future_rss"><span>can promote critical thinking</span></a></span><span class="normaltextrun"><span lang="EN-US" lang="EN-US">, though to maximize that value it's important to ensure that these alternatives are not just fanciful. Instead, they need to have some basis in evidence. <p></p></span></span></p> <p class="MsoNormal"><span class="normaltextrun"><span lang="EN-US" lang="EN-US">You can see examples my Intermediate English Language Learners have created </span></span><span lang="EN-US" lang="EN-US"><a href="http://larryferlazzo.edublogs.org/2014/02/10/what-if-history-presentations-by-english-language-learners/"><span>here</span></a></span><span class="normaltextrun"><span lang="EN-US" lang="EN-US"> and </span></span><span lang="EN-US" lang="EN-US"><a href="http://larryferlazzo.edublogs.org/2016/01/24/new-ell-history-what-if-projects/"><span>here</span></a></span><span class="normaltextrun"><span lang="EN-US" lang="EN-US">, as well as finding a downloadable version of the planning form they used.<p></p></span></span></p> <p class="MsoNormal"><span class="normaltextrun"><span lang="EN-US" lang="EN-US">I'd love to hear your experiences in promoting critical thinking!<p></p></span></span></p></div></div></div><div class="field field-name-field-vote field-type-fivestar field-label-hidden"><div class="field-items"><div class="field-item even"><div class="clearfix fivestar-average-stars fivestar-average-text"><div class="fivestar-static-item"><div class="form-item form-type-item">
<div class="fivestar-default"><div class="fivestar-widget-static fivestar-widget-static-vote fivestar-widget-static-5 clearfix"><div class="star star-1 star-odd star-first"><span class="on">4.142855</span></div><div class="star star-2 star-even"><span class="on"></span></div><div class="star star-3 star-odd"><span class="on"></span></div><div class="star star-4 star-even"><span class="on"></span></div><div class="star star-5 star-odd star-last"><span class="on" style="width: 14.2855%"></span></div></div></div>
<div class="description"><div class="fivestar-summary fivestar-summary-average-count"><span class="average-rating">Average: <span >4.1</span></span> <span class="total-votes">(<span >7</span> votes)</span></div></div>
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</div></div></div>Tue, 08 Nov 2016 11:20:45 +0000Larry Ferlazzo35890 at http://www.teachingenglish.org.ukhttp://www.teachingenglish.org.uk/blogs/larry-ferlazzo/larry-ferlazzo-critical-thinking#commentsLarry Ferlazzo: Strategies for self assessmenthttp://www.teachingenglish.org.uk/blogs/larry-ferlazzo/larry-ferlazzo-strategies-self-assessment
<div class="field field-name-submitted-by field-type-ds field-label-hidden"><div class="field-items"><div class="field-item even">Submitted 2 years 4 months ago by <span class="username">Larry Ferlazzo</span>.</div></div></div><div class="field field-name-field-text-teaser field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p>We all assess our students, and we have many strategies to use (see Assessing English Language Learners). In addition to teacher assessment, though, student self-assessment provides additional learning opportunities.</p><p class="MsoNormal"><span lang="EN-US" lang="EN-US"><p></p></span></p></div></div></div><div class="field field-name-field-image field-type-image field-label-hidden"><div class="field-items"><div class="field-item even"><img src="http://www.teachingenglish.org.uk/sites/teacheng/files/images/RS4737_481393703-web_0.jpg" width="506" height="337" alt="" /></div></div></div><div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p class="MsoNormal"><span lang="EN-US" lang="EN-US">Carol Dweck, the psychologist well-known for her work on a </span><span lang="EN-US" lang="EN-US"><a href="http://larryferlazzo.edublogs.org/2012/10/13/the-best-resources-on-helping-our-students-develop-a-growth-mindset/"><span>growth mindset</span></a></span><span lang="EN-US" lang="EN-US"> suggests that creating opportunities for students to clearly see for themselves the growth in their own knowledge can help give them a </span><span lang="EN-US" lang="EN-US"><a href="http://larryferlazzo.edublogs.org/2012/10/13/the-best-resources-on-helping-our-students-develop-a-growth-mindset/"><span>"clear sense of progress,"</span></a></span><span lang="EN-US" lang="EN-US"> and self-assessment can an effective strategy to achieve that end.<p></p></span></p> <p class="MsoNormal"><span lang="EN-US" lang="EN-US">Here is a short list of specific student self-assessment methods:</span></p><p class="MsoNormal"><b><u><span lang="EN-US" lang="EN-US">WORD SPLASHES</span></u></b><u><span lang="EN-US" lang="EN-US"><p></p></span></u></p><p class="MsoNormal"><span lang="EN-US" lang="EN-US">Prior to beginning thematic units, a “Word Splash” (a list of key vocabulary) is shown to students.<b> </b>Students have to mark whether they <i>know</i> what the word means, they've heard of the word and <i>might</i> know its meaning, or they <i>don't </i>know it. The teacher collects the sheet. At the end of the unit, the teacher provides a new copy of the list for students to mark their levels of comprehension. After they are completed, they receive the first version and compare the two to assess their progress.<p></p></span></p><p class="MsoNormal"><b><u><span lang="EN-US" lang="EN-US">"WHAT I KNOW"<p></p></span></u></b></p><p class="MsoNormal"><span lang="EN-US" lang="EN-US">At the beginning of a unit, students might be asked to write everything they know about the topic they will be studying – Food, Health, Jamaica, Natural Disasters, Nelson Mandela, etc. The teacher collects the list, and then returns them at the end of the unit for students to see how little they knew a few weeks earlier compared to how much they know at that time.<p></p></span></p><p class="MsoNormal"><b><u><span lang="EN-US" lang="EN-US">WRITING ASSESSMENTS<p></p></span></u></b></p><p class="MsoNormal"><span lang="EN-US" lang="EN-US">Another self-assessment strategy is to have students save writing samples during the course of the year, including one done right at the beginning of the term, and then have students assess them using an </span><span lang="EN-US" lang="EN-US"><a href="http://larryferlazzo.edublogs.org/2010/06/16/my-revised-final-exams/"><span>“Improvement Rubric.”</span></a></span><span lang="EN-US" lang="EN-US"> <p></p></span></p><p class="MsoNormal"><b><u><span lang="EN-US" lang="EN-US">GOAL-SETTING<p></p></span></u></b></p><p class="MsoNormal"><span lang="EN-US" lang="EN-US">Having students set goals - with teacher support and guidance about what might or might not be realistic - and regularly evaluate their progress towards achieving them (as well as making adjustments) as another self-assessment strategy. I've discussed specific goal-setting lessons at a previous British Council post, </span><span lang="EN-US" lang="EN-US"><a href="https://www.teachingenglish.org.uk/blogs/larry-ferlazzo/larry-ferlazzo-increasing-motivation-through-students-setting-goals"><span>Increasing Motivation Through Students Setting Goals.</span></a></span><span lang="EN-US" lang="EN-US"><p></p></span></p><p class="MsoNormal"><b><u><span lang="EN-US" lang="EN-US">SELF-GRADING<p></p></span></u></b></p><p class="MsoNormal"><span lang="EN-US" lang="EN-US"><a href="http://larryferlazzo.edublogs.org/2014/10/26/here-are-forms-my-students-are-using-to-evaluate-themselves-me/"><span>Here are several versions of forms</span></a></span><span lang="EN-US" lang="EN-US"> I have my students use to determine their semester grades. There are ones for both Intermediate and Advanced English Language Learners. Eighty percent of the time I agree with the student-determined grade. Ten percent of the time I increase it. The remaining ten percent, I think, over-estimate the grade they have earned, and we then have a conference about it where students can "make their case." I am sometimes convinced but, more often, after making their case, students conclude themselves that they deserve a lower one.<p></p></span></p><p class="MsoNormal"><span lang="EN-US" lang="EN-US">Student self-assessment can be a powerful tool for developing student self-confidence and </span><span lang="EN-US" lang="EN-US"><a href="http://larryferlazzo.edublogs.org/2016/03/06/the-best-resources-on-student-agency-how-to-encourage-it/"><span>agency</span></a></span><span lang="EN-US" lang="EN-US">. But it is not a method of creating less work for the teacher. On the contrary, the guidance and support required to make it successful takes <i>more</i> teacher time than just inputting a grade into the computer. <p></p></span></p><p class="MsoNormal"><span lang="EN-US" lang="EN-US">I think it's worth it.</span></p></div></div></div><div class="field field-name-field-vote field-type-fivestar field-label-hidden"><div class="field-items"><div class="field-item even"><div class="clearfix fivestar-average-stars fivestar-average-text"><div class="fivestar-static-item"><div class="form-item form-type-item">
<div class="fivestar-default"><div class="fivestar-widget-static fivestar-widget-static-vote fivestar-widget-static-5 clearfix"><div class="star star-1 star-odd star-first"><span class="on">3.75</span></div><div class="star star-2 star-even"><span class="on"></span></div><div class="star star-3 star-odd"><span class="on"></span></div><div class="star star-4 star-even"><span class="on" style="width: 75%"></span></div><div class="star star-5 star-odd star-last"><span class="off"></span></div></div></div>
<div class="description"><div class="fivestar-summary fivestar-summary-average-count"><span class="average-rating">Average: <span >3.8</span></span> <span class="total-votes">(<span >4</span> votes)</span></div></div>
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</div></div></div>Wed, 19 Oct 2016 11:08:16 +0000Larry Ferlazzo35889 at http://www.teachingenglish.org.ukhttp://www.teachingenglish.org.uk/blogs/larry-ferlazzo/larry-ferlazzo-strategies-self-assessment#commentsLarry Ferlazzo - Online toolshttp://www.teachingenglish.org.uk/blogs/larry-ferlazzo/larry-ferlazzo-online-tools
<div class="field field-name-submitted-by field-type-ds field-label-hidden"><div class="field-items"><div class="field-item even">Submitted 2 years 8 months ago by <span class="username">Larry Ferlazzo</span>.</div></div></div><div class="field field-name-field-text-teaser field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p>I've compiled many "Best" lists for English Language Learners.</p></div></div></div><div class="field field-name-field-image field-type-image field-label-hidden"><div class="field-items"><div class="field-item even"><img src="http://www.teachingenglish.org.uk/sites/teacheng/files/images/5258_ELTeCS_Europe_1.jpg" width="500" height="333" alt="" /></div></div></div><div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><div>These include <a href="http://larryferlazzo.edublogs.org/2013/12/21/the-best-web-tools-for-english-language-learners-in-other-words-the-ones-my-students-regularly-use/">The Best Web Tools For English Language Learners (In Other Words, The Ones My Students Regularly Use)</a> and <a href="http://larryferlazzo.edublogs.org/2011/09/19/the-best-beginner-intermediate-advanced-english-language-learner-sites/">The Best Beginner, Intermediate &amp; Advanced English Language Learner Sites</a>.<p>Now, though, I think it's time to narrow them down to my choices for the "best of the best" or, in other words, an "All-Time Best" list.</p><p>Here are my choices, and I hope readers will let me know if they agree, disagree, and/or think I've missed some (one key requirement is that they are all free to use). Some of the sites I list could go in multiple categories, but I have placed them in the "domains" I believe they help the most:</p><p><strong>FOR READING</strong></p><p>Obviously, The British Council has tons of great resources. I particularly like their animated <a href="http://learnenglishkids.britishcouncil.org/en/short-stories?utm_source=LearnEnglish+Kids+newsletter+January+2016&amp;utm_campaign=January+2016+newsletter&amp;utm_medium=email">Short Stories</a>.</p><p>I'm obviously biased, but I think the <a href="http://learning.blogs.nytimes.com/author/larry-ferlazzo/">weekly student interactives</a> I create for The New York Times are very useful to English Language Learners.</p><p>The <a href="https://edu.gcfglobal.org/en/topics/reading/" target="_blank">Reading</a> and <a href="https://edu.gcfglobal.org/en/topics/everydaylife/" target="_blank">Everyday Life activities</a> from GCF LearnFree are excellent.</p><p><a href="http://esl-bits.net/main2.htm">ESL-Bits</a> has good exercised for Intermediate English Language Learners.</p><p><a href="http://kizclub.com/reading1.htm">Kiz Klub</a> has many simple interactive books to read with audio support for the text.</p><p><strong>FOR VOCABULARY</strong></p><p><a href="http://www.languageguide.org/english/">Language Guide</a> has got to be the best online dictionary for ELLS on the Web. Plus, if you click on the “gear” symbol at the top, students can access all sorts of reinforcing interactive exercises. Too bad they don’t highlight that feature more prominently.</p><p>Mrs. Haquet has lots of great <a href="http://www.letshavefunwithenglish.com/index.html">online activities</a> she has created, and I especially like her <a href="http://www.letshavefunwithenglish.com/vocabulary.html">vocabulary exercises</a>.</p><p><a href="http://www.learningchocolate.com/">Learning Chocolate</a> teaches basic vocabulary, and reinforces the learning with multiple exercises as does <a href="http://www.esolcourses.com/uk-english/beginners-course/free-english-lessons.html">ESOL Courses</a>.</p><p><strong>FOR SPEAKING &amp; LISTENING</strong></p><p><a href="https://www.duolingo.com/">Duolingo</a> has got to be number one in this category. <a href="http://larryferlazzo.edublogs.org/2015/01/08/duolingo-for-schools-opened-today-heres-how-it-works/">Teachers can create</a> free virtual classrooms to monitor student progress.</p><p><a href="http://lingohut.com/">Lingo Hut</a> is an impressive site for beginning learners of many different languages, including English. Using a drop-down menu, you can easily select your native language and the language you want to learn, and then progress through a well-designed series of exercises including reading, listening and speaking.</p><p>I’ve long believed <a href="http://www.digischool.nl/oefenen/hennyjellema/engels/tpr/voorbladtpr.htm">Henny Jellema’s online TPR Exercises</a> to be not only one of the best listening exercises for Beginning English Language Learners on the Web, but one of the best ELL activities — period.</p><p><a href="http://www.englishcentral.com/videos">English Central</a> offers much of its content for free, and its ability to "grade" accuracy in pronunciation is a great feature.</p><p><a href="http://usalearns.org/">U.S.A Learns</a> is an incredible website to help Beginners and Intermediates learn English. It’s free to use. Students can register if they want to save their work and evaluate their progress. And teachers can create free virtual classrooms, too.</p><p><a href="http://lyricstraining.com/">Lyrics Training</a> and <a href="http://www.lyricsgaps.com/">Lyrics Gaps</a> are super-engaging sites where students can interact with music videos. Unfortunately, though, often school Internet content filters block the videos, so it's difficult to use them in class.</p><p><strong>FOR WRITING - CREATING ONLINE CONTENT:</strong></p><div><a href="http://www.dvolver.com/moviemaker/make.html">Dvolver Moviemaker</a><span> has been a longtime favorite of many English teachers around the world. Students can very, very easily create short animation — with music and dialogue bubbles — to tell a short story. I’ve used it in many ways. One time, students were learning how to write a persuasive essay and, after studying gangs, they used Dvolver to demonstrate their understanding of “What I Think; Opposing Position; and Counter-Argument.” Here's </span><a href="http://www.dvolver.com/live/movies-951731">one example</a> <span>and you can see more here at </span><a href="http://sacschoolblogs.org/larryferlazzo/2011/12/01/write-a-persuasive-story/#comments">our class blog</a><span>. </span><a href="http://larryferlazzo.com/Student%20Work.html#mov">Here are examples</a><span> some of my previous students have created.</span></div><div> </div><div><div><a href="http://www.bbc.co.uk/guides/z3c6tfr">Dance Mat Typing</a><span> doesn't fit into the "the creating online content" category, but it is the best typing-instruction tool on the Web for English Language Learners since it provides audio for the words and letters it asks you to type, in addition to showing them to you.</span></div></div><div> </div><div><div><a href="http://www.classtools.net/">ClassTools</a> <span>is just about the most versatile online creation site out there. None of the many tools require registration, and student creations from all them have their own url address and can be embedded. In addition to</span><a href="http://larryferlazzo.edublogs.org/2015/02/03/web-2-0-tools-for-beginning-english-language-learners-dustbin/"> Dustbin</a><span>, which is one of my favorite game-creation sites, here are three that particularly stand-out:</span></div></div><div> </div><div><ul><li><a href="http://www.classtools.net/education-games-php/postIt">Post it</a><span> lets you upload an image from your computer or from a url address (you can put the url address of a photo in the “File Name” box and it will work, too). Then, you can easily annotate/label different parts of the image.</span></li><li><a href="http://www.classtools.net/qwikslides/">Qwikslides</a><span> is a super-easy tool for creating slideshows. I’m adding it to </span><a href="http://larryferlazzo.edublogs.org/2008/05/06/the-best-ways-to-create-online-slideshows/">The Best Ways To Create Online Slideshows.</a></li><li><a href="http://www.classtools.net/education-games-php/venn_intro">ClassTools’ Venn Diagram tool </a><span>is the easiest and best tool I’ve seen anywhere on the Web to create two or three circle diagrams.</span></li></ul></div><p>These three, and Dustbin, are just the tip of the iceberg. <span>You can make </span><a href="http://www.classtools.net/_mobileQuiz/index.php">arcade game quizzes </a><span>, a </span><a href="http://www.classtools.net/FB/home-page">fake “Facebook” page</a><span> and a whole lot more.</span></p><p>Russel Tarr, the site's owner, has all these sites in one place, they’re free, no registration is required, and it’s unlikely that ClassTools is blocked by school district content filters.</p><p>Let me know what you think, and what I'm missing!</p><p> </p><div><strong><i>Larry Ferlazzo</i></strong><em> teaches English and Social Studies at Luther Burbank High School in Sacramento, California. He has written </em><a href="http://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Daps&amp;field-keywords=larry+ferlazzo&amp;x=0&amp;y=0"><em><span>eight books</span></em></a><em> on education, include three on teaching English Language Learners, writes a </em><a href="http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2011/09/response_several_ways_to_help_students_develop_self-control.html"><em><span>teacher advice blog</span></em></a><em> for Education Week Teacher, and has his own popular resource-sharing </em><a href="http://larryferlazzo.edublogs.org">blog</a><em>. He writes a </em><a href="http://learning.blogs.nytimes.com/author/larry-ferlazzo/"><em><span>weekly post</span></em></a><em> for the New York Times on teaching English Language Learners.</em></div></div><p> </p></div></div></div><div class="field field-name-taxonomy-vocabulary-8 field-type-taxonomy-term-reference field-label-hidden"><div class="field-items"><div class="field-item even"><a href="/category/tags/larry-ferlazzo">Larry Ferlazzo</a></div><div class="field-item odd"><a href="/category/tags-76">June 2016</a></div></div></div><div class="field field-name-field-vote field-type-fivestar field-label-hidden"><div class="field-items"><div class="field-item even"><div class="clearfix fivestar-average-stars fivestar-average-text"><div class="fivestar-static-item"><div class="form-item form-type-item">
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<div class="description"><div class="fivestar-summary fivestar-summary-average-count"><span class="average-rating">Average: <span >4</span></span> <span class="total-votes">(<span >5</span> votes)</span></div></div>
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</div></div></div>Wed, 29 Jun 2016 11:42:36 +0000Larry Ferlazzo35733 at http://www.teachingenglish.org.ukhttp://www.teachingenglish.org.uk/blogs/larry-ferlazzo/larry-ferlazzo-online-tools#comments